Unveiling Unwritten Curricula: Enhancing Junior Faculty Development in Academic Emergency Medicine

Area of Science:

• Medical Education
• Academic Medicine
• Faculty Development

Background:

• The transition to junior faculty in academic emergency medicine (EM) is influenced by formal training and institutional policies.
• The
• unwritten curriculum
• comprises informal norms and expectations impacting junior faculty development, yet remains under-explored.

Purpose of the Study:

• To explore junior faculty experiences with the unwritten curriculum in academic EM.
• To understand how junior faculty interpret and navigate implicit institutional norms.
• To identify supports and barriers during early faculty development.

Main Methods:

• Anonymous survey administered to EM faculty within their first five years at institutions distinct from residency.
• Survey informed by Schlossberg's transition theory framework.
• Thematic analysis of open-ended responses using a structured codebook with independent reviewers.

Main Results:

• All 35 participants reported the unwritten curriculum influenced their professional development.
• Key themes included unspoken importance of mentorship, peer guidance, engagement expectations, work-life integration, and scholarly output.
• Barriers identified were navigating departmental politics, unclear feedback, inconsistent evaluations, and cultural norms for engagement.

Conclusions:

• The unwritten curriculum significantly impacts junior faculty in academic EM.
• Mentorship, transparent feedback, and structured development programs can support navigation of implicit expectations.
• Findings highlight individual perceptions and the need for supportive institutional structures.